Abigail Leeder
Ramah Leith
Jessica Wilson
Program Outcomes
 Participants will be able to describe the
steps in the assessment cycle.
 Participants will be able to identify
strategies to use at each step of the
assessment cycle.
 Participants will be able to write an
assessment plan for a project.
Cycle of Assessment
Types of Assessment
 Tracking – monitoring who uses our programs, services and facilities
(e.g. raw numbers, frequency, age, class standing, gender, race,
residence, etc).
 Needs Assessment – identifying needs of our students and clientele
(e.g. student perceived, research supported, and institutionally
expected).
 Satisfaction Assessment – measuring the level of student and
clientele satisfaction with our programs, services, and facilities.
 Student Cultures and Campus Environments Assessment –
assessing the collective perception of campus and student experience
(e.g. campus climate, academic environment, residential quality of
life).
 Cost Effectiveness Assessment – determining whether the programs,
services and facilities we offer to students are worth the cost.
Assessment Types
 Learning Outcomes Assessment – measuring the impact
our services, programs and facilities have on students’
learning, development, and student success.
 Comparable Institution Assessment – identifying how the
quality of our programs, services and facilities compare
with peer institutions’ best practices.
 National Standards Assessment – using nationally accepted
standards to assess our programs and services (e.g. national
assessment inventory– EBI, CAS standard self-assessment,
departmental review by consulting group).
Real Life
 Abigail Leeder- Student Learning, One Time
Workshop Assessment
 Jessica Wilson- Needs Assessment
 Ramah Leith- Tracking Assessment
 Abigail Leeder- Student Learning, Student Leader
Assessment
Step One: Define
PROGRAM/DEPARTMENT GOALS
The Sexual Wellness Advocacy Team (SWAT) a group of
student educators that use theatre and other interactive activities
to educate their peers about sexual assault and healthy
relationships.
http://www.youtube.com/watch?v=BhiGiUnJXps
Step One: Define
 PROGRAM/DEPARTMENT GOALS
 Train 18 students per term to serve as peer educators on issues
of Sexual Assault & Dating Violence
 Present 90 minute educational programs to at least ten student
groups per term that educate campus audience on the dynamics
of sexual violence
 Present the original production “It Can’t Be Rape” to all
incoming students at IntroDUCKtion on the Dynamics of
Sexual Violence
Step One: Define
After attending a SWAT Educational presentation students
will be able to:
 Understand the definition of consent (in the context of
sexual activity)
 Recognize and name common myths around sexual
violence.
 Identify and model appropriate bystander behaviors
 Be able to list existing campus and community resources
available to survivors of sexual violence.
Step One: Define
Through SWAT presentations we wish to:
 Humanize the experience of being a sexual assault survivor by
inviting audience members to empathize with a character in that
position
 Place sexual assault in context of the experience of a college
student
 Give students the ability to recognize dangerous and oppressive
behaviors of perpetrators of sexual assault
 Encourage further discussions among peers about the impact of
sexual violence on the community
 Encourage communication as a core component of a healthy
relationship
Step Two: Program
 DESIGN PROGRAM TO MEET OUTCOMES
Through a weekly class and a two-day retreat Peer Educators develop
90 minute presentations using theatre and other interactive
training methods to meet desired outcomes
 IMPLEMENT PROGRAM
Present to residence halls, fraternities and sororities, student groups
Step Three:
Assessment Methods
 HOW DETERMINE WHAT YOU WILL MEASURE?
A desire to understand the impact on student learning and the
effectiveness of the presentations in reaching learning outcomes
 WHAT DID YOU USE TO MEASURE IMPACT OR
GATHER DATA?
Half-sheets of paper filled out at the end of the workshop and
entered into StudentVoice
 HOW DID YOU ANALYZE THE DATA?
Percentages
Step Four: Evaluation
 BASED ON DATA, HOW EFFECTIVE WAS THE
PROGRAM AT MEETING YOUR OUTCOMES?
Spring Term Workshop Evaluations 259 Respondents
Step Four: Evaluation
Step Four: Evaluation

WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT
STEPS OR FUTURE PLANNING?
Presenters read through after each presentation and make adjustments
We evaluate results on a whole at each planning retreat

WHERE DID YOU REPORT THE RESULTS?
Here!
Step One: Define
GOALS
1. To assess how well the UHC was meeting the needs of
our LGBTQ student population
2. To assess LGBTQ students’ perceptions of the UHC
3. To gather this information that is relevant to the
clinical population
Step One: Define
OUTCOMES
1. The UHC will identify areas of growth
2. The UHC will dedicate time to make changes in order
to serve the LGBTQ student population well
Step Two: Program
Campus colleague assistance
 LGBTESSP for students comments and
good use of language
 UCTC for facilitation of focus groups
Step Three:
Assessment Methods
What will speak loudest to the clinical staff;
 Qualitative data
 Quantitative data
Assessment; Gathering
Data
Student in-service
Focus groups
Colleague experience
Student Voice
Data Analysis
Focus Groups
 Confidential, taped conversations.
 Noted trends, and outliers
Student Voice
 Numbers and trends provided
Step Four: Evaluation
Did we need to do all four types of
assessment?!?!
 No…and yes
 All information was consistent, but
knowing the audience was much more
important
Evaluation: Next steps
 Presentations at various UHC committees
 UHC commissioned a task force to report on data and
make recommendations
 Final report was given to UHC’s Executive members
for endorsement
 Diversity Action Committee charged with making sure
changes are implemented
Step One: Define
 PROGRAM/DEPARTMENT MISSION
Health Promotion’s Department Mission:
 We work to develop healthy campus communities that
support students in reaching their full potential by
providing health promotion, education and prevention
information and services. In addition we are
committed to providing student leadership
opportunities under the guidance of social justice
within a public health framework.
Step One: Define
 PROGRAM GOALS
Mission:
Be That Guy is a campaign meant to advocate, highlight and
support all the great men we have on this campus by
empowering them to be active and engaged around sexual
assault prevention issues.
Goal:
To educate and empower UO men about sexual assault
prevention and how to not be a silent bystander when
witnessing possible sexual assault situations.
Step Three:
Assessment Methods
 WHAT DID YOU USE TO MEASURE IMPACT OR
GATHER DATA?
Online Survey
 HOW DID YOU ANALYZE THE DATA?
what marketing practices were most useful
events most attended
BTG products received
campus and community affiliation
Take Back the
Night Tabling
and/or Event
Wellness
Wednesday 6%
Article in the
Emerald
Tabling in
2%
EMU
the EMU
Concourse
9%
Display
4%
Counseling
Center
Gallery Wall
2%
Health Center
Lobby Board
3%
Fraternity
10%
Packets
Handed out
by Peer
Health UO Men's Center
4%
4% Daily Emerald
Ad
Marketing
Facebook
26%
Peer Health
Educator
19%
Housing Flyer
3%
Presentation
Given to your
Organization/Gr
oup
3%
Respondents Affiliation
UO athlete
UO Fraternity member
Past or Current Peer Health Educator
UO Faculty/Staff
Community Member
UO Alumni
UO student
3%
22%
53%
7%
6%
1%
8%
Events
Monday Picture Taking
Bystander
Day
Intervention
12%
Presentation
23%
Monday Thursday EMU tabling
Tuesday - 5K
20%
Run
12%
Thursday Take Back the
Wednesday Night Event
MOTIVATE
26%
Walk
7%
Step Four: Evaluation
 Advertise earlier.
 Provide more of an incentive to get
participation.
 Offer several nights for the Bystander
Intervention Training so more men can attend.
 Get more campus groups involved.
 Have a better location for the Bystander
Intervention Training.
Step Four: Evaluation
 WHERE DID YOU REPORT THE RESULTS?
Director of Health Promotion
Director of the Health Center
Program and campus partners
Possible publications in College Health Journals.
Possible presentations at the Oregon College Health
Association Conference and the American College
Health Association Conference.
Step One: Define
 PROGRAM/DEPARTMENT MISSION
Same as previous slides on SWAT.
Step Two: Program
 DESIGN PROGRAM TO MEET OUTCOMES
 Curriculum development
 Guest Speakers, Reading Materials, Campus Initiatives
 Incorporation of Best Practices in teaching and peereducation
 IMPLEMENT PROGRAM
 Weekly classes, workshops, retreats
Step Three:
Assessment Methods
 HOW DETERMINE WHAT YOU WILL MEASURE?
 Desire to assess student learning
 WHAT DID YOU USE TO MEASURE IMPACT OR
GATHER DATA?
 End of term surveys, anonymously filled out that assess
fulfillment of learning outcomes
 HOW DID YOU ANALYZE THE DATA?
 Studentvoice.com, data entered by student worker
Step Four: Evaluation
 BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM
AT MEETING YOUR OUTCOMES? Spring 2011 14 Respondents
Step Four: Evaluation
Step Four: Evaluation
Q27. Do you have any other comments or suggestions about the SWAT experience?

Although greek life does need our help, we should try to outreach to more identity based unions,
so our resources are more fairly allocated to broader spectrum of the community. More youth
education! Lets get swat into high schools and junior high populations.

Best club, activist organization, student leadership experience on campus. life-changing. swat
enriched my college experience by providing a safe community of UO students committed to a
common cause of ending sexual violence and learn together.

I love swat and Abigail!

I LOVE SWAT.

One of the best parts of college. I wouldn't have been able to cope with my own victimhood of
sexual assault without it. I will miss SWAT more that I can ever explain. SWAT is my family. I
will always love it and feel blessed to have been a part of it. Thank You.

We should get more funding because we rock!
Step Four: Evaluation
WHAT DID YOU DO WITH THE DATA TO INFORM
YOUR NEXT STEPS OR FUTURE PLANNING?
 Read, envision, incorporate
WHERE DID YOU REPORT THE RESULTS?
 Here!